The Determinants and Returns of Adult Learning for Immigrants in Germany

This study analyses the determinants and returns of adult learning for immigrants in Germany. Adult learning allows individuals to maintain and improve their skills for greater productivity, adapt to changing workplaces, participate actively in increasingly diverse societies and enable their social mobility. Immigrants could benefit from such adult learning given their relative disadvantaged background in comparison to natives due to, on average, lower levels of education, higher rates of unemployment and higher rates of working in labour market segments with poorer working conditions. Based on the National Education Panel Study in Germany, a rich longitudinal and nationally representative data source, the study analyses the determinants through a probit regression and the returns through fixed effects as well as random effects regressions. The analysis has been guided by the theoretical background of Human Capital Theory, Signalling Theory, Discrimination Theory and in particular Labour Market Segmentation Theory. Overall, the findings from this study suggest that the access to and returns from adult learning participation differ significantly according to the type of adult learning considered. While labour market relevant non-formal education seems to be less accessible for 1st generation immigrants (headline finding 1), it also does not seem to lead to any wage nor job satisfaction returns. In contrast, access to formal education does not appear to be an issue and seems to be particularly beneficial in the short-term for wage returns (headline finding 2), but possibly less so in the long-term for job satisfaction returns (headline finding 3). Given Germany’s highly segmented labour market and the critical mediating role it plays in 1st generation immigrants being able to access and benefit from adult learning participation, a wide range of policies should be considered that go beyond simply supporting participation in adult learning and include helping 1st generation immigrants to transition from disadvantaged to advantaged labour market segments. Only through such a holistic approach can policy makers support 1st generation immigrants’ process to integrate fully in the labour market and flourish in a world undergoing change driven by megatrends and COVID-19.

Name dc:type.qualificationname

Doctor of Philosophy (PhD)

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

University of Cambridge

Year dc:date.issued

2022

Author dc:creator

• Kim, Samuel

Advisor dc:contributor.advisor

• Illie, Sonia

• Adult Learning
• Immigrants
• Germany
• Economic Returns
• Non-economic Returns
• Determinants
• National Education Panel Study

Licence

• https://www.rioxx.net/licenses/all-rights-reserved/

Language dc:language

eng

DOI dc:identifier.doi

https://doi.org/10.17863/CAM.89680

OAI identifier oai:identifier

oai:www.repository.cam.ac.uk:1810/342260